The Problem with Jewish Education

Too many schools are teaching Judaism under a cloak of secularism.

When I enrolled my first child in Jewish day school almost 20 years ago, I was enthralled with the prospect that he would be educated “Jewishly.” I imagined that the wisdom of the Torah would illuminate his mind through a Judaic curriculum of Jewish history and Torah subjects. I believed that Jewish schools would reflect Torah tenets and values in their teaching methods, and that the esteemed rabbis and learned teachers of Judaism would transmit Torah with Torah wisdom. After all, this transmission survived thousands of years through most unfavorable odds.

I sadly became disillusioned as my children progressed through the system and I witnessed firsthand that our delivery of Jewish subjects in Jewish schools, was not only far from optimal, but decidedly not Jewish.

Follow the yellow brick road

Just as Dorothy and her hopeful crew followed the yellow brick road to find self-completion, Jewish day school students are skipping down a path of good intentions. The happy ending occurs only after Toto pulls back the curtain to reveal the Wizard’s true identity. He could only grant his petitioners their wishes once he relinquished his false bravado and delivered authentically from his heart. Similarly, our Jewish day schools mean well but are confusing educational objectives operating under a cloak of secularism. Jewish learning is most effective and impactful when the Jewish essence of humble core values and tradition are revealed and developed as the basis.

A secular education model is based on accomplishment, as it should be. When we go out into the work world, our salaries and promotions are based on how well we succeed in achieving stated goals. It is no problem if our kids understand that a “C” in math reflects average work. School requires children to be generalists and later to become specialists. Delivering a message of academic strengths and weaknesses is appropriate preparation for a career, and judging ability is consistent with the competitive work world.

But the purpose of Jewish studies is not to prepare our kids for the workplace. When you apply this model to Jewish studies, it is a recipe for disaster, or at best diminishing returns. Unlike the secular model of reward based on measurable, overt accomplishment, the goal of learning Torah is very different. In Pirkei Avot 5:26, we read explicitly, “The reward is in proportion to the exertion.” This idea of rewarding effort is further reinforced in Pirkei Avot 6:1, one of many references from which we derive that the merit of Torah study is awarded to those who learn for “its own sake,” meaning without any ulterior motive.

There is no value in comparing one to another when it comes to Jewish studies. Yes, there are skills to acquire, but ultimately the prize is happiness generated by internal growth, understanding of one’s mission in the world and connection to our Creator. “Do your best,” a parent says reassuringly to a child approaching a challenge.

Each according to his ability is what God wants from us. We don’t develop our Jewish selves through competition. The endgame is not to perform better than the next person. Jewish growth happens only through stretching ourselves, surpassing self-expectations and ultimately fulfilling one’s unique potential. What a different premise for an educational model that is!

It is no surprise then that the intended purity and accessibility of Jewish learning is compromised when Judaic classes are treated just like subjects on the schedule. Fraught with the same frustration accompanying their secular subjects’ accomplishment-driven grading, students are learning Judaism in quite an un-Jewish way.

“Why are they grading us? It’s our lifestyle,” I overheard one high school student lamenting. Another chimed in, “I’m not very good in Gemara [Talmud], I get Cs.” Judge a high school student as average in a Jewish subject, and it will likely effect how the student views himself fulfilling his Jewish life and his Jewish mission. His self-esteem is at risk, and it’s unlikely he will view himself as a lifelong learner. His self-identity teeters as his confidence as a productive and contributing Jew diminishes. Some tragically transition from a positive Jewish identity in lower school to a negative sense of Jewish self-worth in middle and high schools. They resent that their grades in Judaic subjects can bring down their GPAs and limit their college options. Students instinctively recognize the discord between the inherent sweetness of Jewish learning and the bitter flavor that the system delivers.

How far we have come from the candy held out to the child learning the alef bet, that the Torah should be sweet to the distaste of a curriculum of subjects that are disconnected from its relevance, higher purpose, and source. We even limit the “A” student from reaching her highest potential. Shame on us that students who easily receive high grades in Judaic subjects are held back from attaining the highest levels of greatness because the system rewards achievement, not effort. Those students are at risk of being bored and frustrated when great potential is left untapped by a system in which they have satisfied requirements by uniform measures. And double shame on us that we put our future at stake by tacitly accepting less than optimal conveyance of an optimal curriculum.

How did we get here?

The honest answer is, I don’t know. We, the Jewish people, are the smartest innovators and primary thought leaders on just about everything. We have been at the forefront of meaningful movements throughout history, including civil rights, women’s rights and all kinds of reform. We are lauded as the greatest thinkers and entrepreneurs, effective in proportion way beyond our small numbers. And yet we have settled for transmitting our greatest assets, the Torah and our history, to our precious children by copying a secular model that weakens and attenuates core Jewish teachings and values. We fail when we allow any Judaic class to be “boring” and then wonder why kids are turned off. I am dumbfounded as to how we allowed this to happen and how we settle for such a compromised outcome.

We survived every hostile community in which we thrived throughout history by maintaining a commitment to distinct ideals and lifestyle. In fact, we have thrived throughout the ages by putting the world’s offerings under the umbrella of Torah and prioritizing our tradition. When the Hellenists worshipped the physical, we stayed out of the sports arenas and modeled how to appreciate our bodies with morality and humility. When the Romans sacrificed the physically and mentally challenged, we maintained the sanctity of all human life. When the rest of the world proliferated child labor, we were not seduced by material gain at the expense of educating our children. It’s why on a recent trip to Asia, my husband was told that Koreans are studying our Talmud in their schools hoping to unlock the secret of our improbable sustainability and influence as a “small people.” And yet, comes the Industrial Revolution and we exchange our most powerful tools of creating a distinct identity in a shifting world for a foreign education model, which obscures our core wisdom.

Can we find our way home?

Day schools need to look introspectively and re-evaluate the mission of Jewish education. Rabbis and teachers need to demand that the sanctity of Torah subjects be upheld through a transmission system that is consistent with Torah ideals. Community leaders need to reject mediocrity and object to status quo models that aren’t designed to maximize the potential of each student. We need to shout from the rooftops that the Jewish souls we hand over to our schools are our future and need to be handled with the utmost care and properly cultivated.

We need to grab hold of the ideals that have sustained us and re-imagine Jewish education. That may mean a model that blends Torah wisdom with 21st century tools. God gives us incredible capability to discover how to absorb more, faster and clearer, and we should utilize those gifts to bolster Jewish learning. Let’s be clear with our goals for Jewish education and avoid vague mandates and meaningless public statements.

Jewish leaders must pave the way for collaborative efforts on achieving those goals uniformly throughout the more than 800 Jewish day schools in North America. We have the collective talent and creativity to reinvent the Jewish education model. We just need the chutzpah to say “enough” to settling for a feeble system that produces puny results relative to its capacity. In summation, avid support of innovative thinkers in the Jewish education field must replace support of the status quo. If we use our collective resources to urgently encourage innovators to come forward with new models for Jewish learning, we can uncloak our eternal wisdom and find our way home. It’s going to take more grit than three clicks of the heels of Dorothy’s ruby slippers, but when have the Jewish people ever been afraid of a challenge?

Isaiah (8:20), “For the Torah and for the testimony: If they will not say the likes of the thing, that it has no light.” If we speak for all of those who upheld our Torah and tradition for generations past and do not reflect the actuality of our Torah and tradition, then we have no light. It is time to turn on that light again.

The opinions expressed in the comment section are the personal views of the commenters. Comments are moderated, so please keep it civil.

Visitor Comments: 18

(17)
Donna,
March 18, 2016 11:57 AM

Perhaps the Torah study could be positioned as a respite from the other required classes so that students are joyful when it's Torah time.

Another thought, if for some reason the Torah lessons must be graded, what about grading them so that Torah lessons can only help your overall grades but never hurt your other grades.

Wishing you the best in this endeavor.

(16)
Anonymous,
January 31, 2016 8:39 PM

Torah for Its Own Sake

Refreshingly honest and insightful. If Torah is just another subject we will not succeed in creating a generation that can stand up to the pressures of our secular society. Do I see a possible window of understanding here for the Chareidi world, and for those who learn Torah for its own sake, whether in Kollel or in a lifestyle that combines working and learning?

(15)
Anonymous,
December 27, 2015 2:44 AM

There must be change, but let's be practical

I don't think we should get rid of grades altogether, as there must be some sort of testing to ensure that the students are actually learning. Rather, I believe the current testing model should be modified. Much smaller tests should be given far more frequently. The key is that students should not have to invest a significant amount of time outside of class to succeed in their Judaic studies classes because that is when our heritage becomes school work, and the holy depths of the Torah become a nuisance. They should just have to pay attention and be engaged in class. Perhaps of equal importance is that Yeshivot must also put more emphasis on teaching students to understand and respect the Halachik process and its divine origin. That, I believe, is the main concern we should have.

(14)
MESA,
December 15, 2015 3:30 PM

There's another problem. There are those who believe in education for the sake of lucrative careers that they consider secular studies to be more important than Jewish studies. They give secular studies first priority because those are subjects that will get you into a good college and get you a lucrative career. Meanwhile, Jewish studies wind up on the proverbial back burner. Yes, we do need an overhaul. Thank you for great insights.

(13)
Ada Jacobowitz,
January 4, 2015 6:27 PM

great observations

Great observations. As a student, at Maimonides in Boston, I don't remember emphasis on grades in Jewish studies. The Rav would often come and 'farher'/ orally test us but no grades. Jewish studies should reach out to the individual child to help make him a strong link on the chain of tradition that reaches back to Avraham and Sara.

(12)
Bella,
October 24, 2013 6:14 PM

Jewish studies - it's about a lifestyle, not grades

I really appreciated this article. Coming from a secular background with the oldest kid now in 1st grade, I have "caught" myself being achievement oriented. Thank you for reminding us that "Jewish" learning is about a lifestyle we hope to instill into our kids.

(11)
Anonymous,
September 24, 2013 2:12 AM

First off, I want to say you wrote a very powerful article and I agree with you one hundred percent. Jewish education in schools is not enough. I am attending a Jewish day school (I am thank G-d that I am getting a Jewish education) but I think we need to focus on Jewish studies more. The day is not very meaningful when schools stress secular studies this much. I just hope (with G-d's help) this problem will be fixed and the Jewish students will be focused on loving G-d, Torah, and mitzvahs.

(10)
rena,
September 18, 2013 10:37 AM

I can't 'like' this enough!

I disagree on principle with all grades and tests but even more with our schools making Jewish subjects on a par with the 'secular' ones.

I think that the Jewish subjects should be graded only on effort alone.

(9)
Zvi Weiss,
September 17, 2013 7:06 AM

A deeper problem

I would posit that the issue is deeper than stated. As long as the "best" Yeshivot are focused on getting the "best" students where "best" is defined in terms of "Talmudic brilliance", we will STILL have this sort of problem. Yes, we want to recognize and challenge our future Gedolim BUT a "best Yeshiva" really "needs" students who are "ba'alei Midos" even if they are not the "most brilliant". We should not be surprised that we "grade" students in Judaic studies -- as opposed to "grading" them on their effort / Mesirus Nefesh / Middos -- if that is who the "best Yeshivot" are going to operate, as well... It is HIGH TIME that no parent should have to worry that his / her child does not begin to equal the brilliance of other students and be told -- well that is indeed the case !Instead, I think that we need more Yeshivot dedicated to the development of true B'nai Torah -- NOT "great scholars"... I think that we need to pay more attention to Yeshivot such as Chofetz Chaim and the Yeshivah of Staten Island....

(8)
Moishe Romm,
September 16, 2013 10:36 AM

אמן אמן ואמן

I pray that the innovators and educational entrepreneurs read this as a call to action.

(7)
Anonymous,
September 16, 2013 7:10 AM

Solution?

The problem has been well stated in this article. My response is the same as it is to the bumper stickers that say,"War is not the answer;" Well, what IS the answer? What practical system can be implemented within our current school environment of 20 plus children per class to motivate them to reach their individual potential? Ultimately, I believe that more important than the grading system that is enforced by the administration, is the passion, respect, and value that the Rebbi has for Torah and for teaching Torah. Perhaps we should be asking the following question: How can we make sure to hire Rabeim who have what it takes to bring out the best in every student instead of sometimes hiring Rabeim that, simply put, are terrible at their job? We definitely need parents to speak up to the administration and be involved in their childrens' education. If anyone knows of a Rebbi whose behavior is reprehensible, they must protest. There is no room for mercy on a Rebbi when it comes to the spiritual health of our children. Have mercy on the children for G-d's sake!

Rachel,
September 17, 2013 8:45 PM

Here's one possible solution

Don't provide graded transcripts for Judaic studies (except perhaps Hebrew language, which is evidence of proficiency level in a "foreign" language, much like Spanish, Chinese, or Latin.) Instead, transcripts should provide info on Judaic subjects as a type of extra-curricular activity, showing number of hours of credit but not an actual grade that could pull down the GPA. A good secular studies plus strong SAT scores (and some extracurricular activities) are what most colleges want to see, and unfortunately, that often starts with just the numbers on the transcript, not a full understanding of what the kids have been learning.
For those who want to go on to yeshiva or seminary, of course, their transcripts should include these subjects. Grading could be on an "honors/pass/fail" basis so that the Judaic subjects are not computed into the transcript. But it's my understanding that the advanced Judaic studies admissions are based on more than just high school transcripts but include teacher recommendations, interviews, etc.

(6)
Anonymous,
September 16, 2013 6:31 AM

Bravo

At the risk of sounding extremist I would posit that we Jews maintained our core values throughout our history because we studied pure Torah, untainted by hybrid foreign philosophies. The day school is a hybrid model that is tainted by its own self-definition. When Talmud is studied as just another subject, and when school achievement is measured by how many graduates got into Ivy League schools then we need to ask ourselves what we as Jews value as our standards of achievement. Is it really just about knowledge and academic prowess? Or is there more to Judaism? Do we want our kids to assimilate? If not, do our children understand where Jewish values and the values of our increasingly decadent Western society clearly clash? Do we adults understand? I posit that our schools are not clear about their mission because our own societal values and understanding of Judaism and Jewish history is muddled.

(5)
Fay,
September 15, 2013 6:35 PM

Great

Great, well-written article making an urgently important point

(4)
Joe Katzman,
September 15, 2013 6:29 PM

To put the main point another way...

The goal of secular education is to pass on specific information and skills, as a foundation for future learning. Grading is an appropriate way of measuring that.

The goal of Jewish education is to communicate a much smaller set of basic information. After about grade 3 level is reached, whether something is learned now or 20 years from now is almost irrelevant. Whether they're still engaged in learning over the intervening 20 years is what matters. And conventional testing/ grading is a terrible way to handle that.

The problem is that grades are requested by colleges and schools, when students graduate or transfer. Our challenge is how to square that circle with running full-time parochial schools.

(3)
Rachel,
September 15, 2013 5:28 PM

YES!!! I couldn't agree more!

I know the schools you're talking about -- we live in the same community. I would add that the schools need to do more to assist parents like my husband and me (and I don't mean financially). We had NO formal education in Hebrew or advance Judaic studies, so we were at a loss as our kids' homework became increasingly difficult. (I now appreciate what immigrant parents must be going through when their children come home with assignments written entirely in English; we begged our kids teachers to include instructions in English and not just Hebrew.) Other than Hebrew language, which can be taught like any other "foreign" language, I agree completely that treating Judaic subjects this way doesn't work for many kids. Mine ended up attending public high schools due to the lack of support they received in the day school system.

(2)
Anonymous,
September 15, 2013 5:09 PM

This is a clarion call to transform the yeshiva/day school movementat its roots , so that it can assure the continuity of the core Jewish doctrines which have survived through the ages by employing truly Jewish educational methodology and not mimicking the ivy league elitism.

(1)
Cassia,
September 15, 2013 4:32 PM

Excellent article

The author states very clearly who I feel about the educational "system". I think that the saddest thing is to have a student who loves Jewish studies feel frustrated and give up because they struggle because of learning issues.

I was born with a neuromuscular disease known as Spinal Muscular Atrophy and have been confined to a wheelchair my entire life. Unfortunately my sister and I were raised without any religious instruction or guidance. My father wasn't Jewish and although my mother is, she openly claims to be an atheist. The "good news" is that both my sister and myself - independent of each other and at different times in our lives - realized that we are Jewish and chose to live a Jewish life.

Because of my disability, I'm not always able to attend services on Shabbat, but I always light candles, pray from a Siddur and read the weekly Torah portion. I would like to know whether, considering my situation, if using a computer is allowed during the Sabbath? I found the complete Bible online and since my computer is voice-activated I don't have to struggle to turn pages or continuously ask for assistance.

Thank you to everyone at Aish.com for making it possible for myself and so many others to learn about being Jewish and grow in the most important part of our lives.

The Aish Rabbi Replies:

Thank you so much for your encouraging words and for sharing your inspiring story.

God gives each of us a set of challenges. To those more capable of conquering difficulties, He gave bigger challenges. A challenge from God is a sign that He cares about us and has confidence in our ability to become great.

It sounds like you're doing great!

As for using the computer on Shabbat, that is prohibited. A foundation of Judaism is that we need to respect God's wishes, even if we think that doing otherwise is "for a good reason." Consider this story:

A king calls in his trusted minister and says: "I have an important mission for you to perform. Go to the neighboring kingdom and meet in the palace with their leaders. But remember one thing - under no circumstances must you remove your shirt during this meeting. Now go and do as I say."

The minister sets off on his merry way and soon arrives at the neighboring kingdom. There he heads straight for the palace where he meets with the King. In the midst of their discussion, he sees some of the king's officers pointing and laughing at him.

"Why are you laughing?" asks the visiting minister.

"Because we've never seen someone with such a pronounced hunchback as yourself," they say.

"What are you talking about? I'm not a hunchback!"

"Of course you are!"

"No I'm not!"

"We'll bet you one million dollars that you are!"

"Fine - I'll gladly take your bet."

"Okay, so take off your shirt and prove it."

At which point the minister remembers the parting words of the king... "under no circumstances must you remove your shirt during the meeting." Yet, the minister reasons, a million dollars would certainly bring added wealth to the king's coffers. I know I'm not a hunchback, so I'll surely win the bet. Of course, under these circumstances the king would approve...

The minister removes his shirt and proudly displays his perfect posture. With pride in his achievement, he holds out his hand, into which is placed a check for one million dollars.

The minister can barely contain his excitement. He quickly ends the meeting and runs back to give the wonderful news to his king. "I earned you a million dollars!" exclaims the minister. "It was easy. I only had to remove my shirt to prove that I wasn't a hunchback."

"You did what?!" shouts the king. "But I told you specifically not to remove your shirt. I trusted that you'd follow instructions, and so I bet the other king $10 million dollars that he couldn't get you to remove your shirt!"

The Torah tells us "Do not add or subtract from the mitzvahs." (Deut. 4:2) Jewish law is a precise metaphysical science. Consider a great work of art. Would you consider adding a few notes to a Bach fugue, or some brushstrokes to a Rembrandt portrait?!

Perfection, by definition, cannot be improved upon. Altering Torah law is an unacceptable implication that God is lacking.

The verse in Psalms 19:8 declares: "Torat Hashem Temimah" - the Torah of God is complete. For just as adding one wire to a transistor radio means it no longer can pick up reception, so too we mustn't tinker with Jewish law. The mitzvahs of God are perfect.

May the Almighty give you strength to continue your growth in Judaism.

In 1315, King Louis X of France called back the Jews who had been expelled a few decades earlier by King Louis IX. This marked a theme in Jewish-French life: expulsions and subsequent invitations to return. The French monarchy was trying to establish their land as the "new Jerusalem," and to fulfill this mission attempted several crusades to Israel. In 1615, King Louis XIII ordered that Christians were forbidden to speak with Jews, upon penalty of death. Eventually, in 1683, King Louis XIV expelled the Jews from the colony of Martinique.

Focus on what you do want. Make your goal explicit. “My goal is to increase my moments of joy.” This way, every single moment of joy is a successful moment.

Celebrate each moment of joy. Be grateful every time you experience joy.

Having this goal will place your attention on joy. Instead of feeling bad when you are not joyful, you will experience positive feelings about experiencing more joy.

Each moment of joy in your entire life is experienced one moment at a time. You can’t have more than one moment of joy in any given moment, but you can increase the number of joyful moments. How? By focusing on it.

There is no person on earth so righteous, who does only good and does not sin (Ecclesiastes 7:20).

Reading the suggestions for ridding oneself of character defects, someone might say, "These are all very helpful for someone who has character defects, but I do not see anything about myself that is defective."

In the above-cited verse, Solomon states what we should all know: no one is perfect. People who cannot easily find imperfections within themselves must have a perception so grossly distorted that they may not even be aware of major defects. By analogy, if a person cannot hear anything, it is not that the whole world has become absolutely silent, but that he or she has lost all sense of hearing and may thus not be able to hear even the loudest thunder.

In his monumental work, Duties of the Heart, Rabbeinu Bachaye quotes a wise man who told his disciples, "If you do not find defects within yourself, I am afraid you have the greatest defect of all: vanity." In other words, people who see everything from an "I am great/right" perspective will of course believe that they do no wrong.

When people can see no faults in themselves, it is generally because they feel so inadequate that the awareness of any personal defects would be devastating. Ironically, vanity is a defense against low self-esteem. If we accept ourselves as fallible human beings and also have a sense of self-worth, we can become even better than we are.

Today I shall...

be aware that if I do not find things within myself to correct, it may be because I am threatened by such discoveries.

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